ONLINE ENGLISH TEACHING AND LEARNING DURING PANDEMI COVID-19

AT JUNIOR HIGH SCHOOL 4 AMPEK NAGARI

Submitted in Partial Fulfillment as One of the Requirements

for the Strata One (SI) Degree

Written by:

WARDAHTHUL JANNAH

NIM: 1714050003

ENGLISH DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY (UIN)

IMAM BONJOL PADANG

2021
 LIST OF CONTENT

CHAPTER I. INTRODUCTION.................................................................1

A. Background of the Study ...................................................................1

B. Focus of the Study..............................................................................2
C. Formulation of the Problem...............................................................2
D. Purpose of the Study..........................................................................3
E. Significant of the Study......................................................................3
F. Definition of Key Terms ...................................................................4
CHAPTER II REVIEW OF THE LITERATURE.....................................5

A. Review of Related Theories...............................................................5

1. Concept of Online Teaching Process.........................................5
a. Definition of Teaching Process........................................
b. Characteristics of Online Teaching Process.....................
c. Components of Online Teaching Process ......................
d. Types of Online Teaching Process...................................
2. Concepts online Platform.............................................................
B. Relevant Study....................................................................................16
C. Conceptual Framework.......................................................................18
CHAPTER III RESEACH METHOD.........................................................20

A. Reseach Design...................................................................................20
B. Reseach Place and Time......................................................................21
C. Data Sources ......................................................................................21
D. Technique of Data Collection and Insruments...................................21
E. Technique of Data Analysis...............................................................32

CHAPTER IV FINDING AND DISCUSSION............................................33

A. Finding .........................................................................................33
B. Discussion ....................................................................................43
REFERENCE.................................................................................................46

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 CHAPTER I

INTRODUCTION

A. Background of study

Pandemic covid-19 has affected some aspects of teaching process.

Teaching tatap muko barubah menajdi online.

Online learning is an intensity of the use of information and

communication technology networks in teaching and learning (Naidu, 2006;
Basilaia & Kvavadze (2020).

defining Learning is a process built to develop students’ creative

thinking (Widodo & Kadarwati, 2013). Meanwhile, the term ‘daring’ is an
abbreviation of ‘Dalam jaringan,’ which is the Indonesian substitute of the
word ‘online that is often related to internet technology. The learning process,
whether using learning applications or social networking, is called online
learning. According to online learning is the experience of knowledge transfer
using video, audio, images, text communication, and s oftware supported by
internet networks (Zhu & Liu, 2020). The essential factor in online learning is
the readiness of educators and students to interact online. Abidah et al. (2020)
discussed various infrastructures that supported online learning for free,
simple, and could be accessed using Smartphone, namely various discussion
rooms such as Google Classroom, WhatsApp, Kelas Cerdas, Zenius, Quipper,
and Micros oft.

From the above definition, the researcher can conclude that online
learning can provide information and communication between teachers
and students so that English language learning can be carried out
effectively to achieve the learning objectives. Online learning is an online
learning process that uses the internet network to obtain information and
provide information, online learning can be done anywhere because we
only use electronic devices such as mobile phones or computers. Using

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 online learning in the form of activity through the media can be done
anytime, anywhere. Online learning has a characteristic that is superior
that is not dependent on space place and time.
Online learning is an activity of teaching and learning process
carried out by utilizing media such as applications or websites that can be
accessed through an internet network that is connected or connected
simultaneously, making it possible to exchange data and information
between students and teachers.
The European Commission (2001) explains online learning as the
use of new multimedia technologies and the internet to increase learning
quality by easing access to facilities and services as well as distant
exchanges and collaboration
Those researchers are interested in carrying out research with titles.
”Online English teaching and learning at junior high school 4 Ampek N
agari during pandemic covid-19”

B. Focus of Study
This research is focused on analyzing teaching process including
teaching’ preparation, teaching process, flatfotm used at junior high school
4 Ampek Nagari during pandemic covid-19”
C. Formulation of The Problem
1. How do English teachers prepare online teaching process at SMPN 4
Ampek Nagari?
2. What is the platform type mostly used by English teachers at SMPN 4
Ampek Nagari?
3. How do English teachers carry out teaching process at SMPN 4
Ampek Nagari?
4. How is students respond toward English online learning at SMPN 4
Ampek Nagari?

D. Purpose of The Study

2
 1. To describe teachers prepare online English teaching process at SMPN
4 Ampek Nagari
2. To describe the platform type mostly online English teaching process at
SMPN 4 Ampek Nagari
3. To describe English teachers carry out online teaching process at
SMPN 4 Ampek Nagari
E. Significant of Study
Theoretically, this research is conducted to support the teaching an
d learning process to add scientific insights about online learning. Here are
some contributions to the user.
1. Theoretical benefit
The results of this study are expected to be used as the basis for po
licies in supervising educators so that they can choose or online
English teaching and learning.
2. Practical Benefit
a. For teacher
This research is also useful for teacher or lectures, with this
research It is hoped that the results of this study can develop know
ledge, skills and experience to carry out online learning.
b. For student’s
This research can provide students with experience and kno
wledge as an online learning medium during a pandemic, and it is
hoped that student learning outcomes can increase.
c. For the Researcher
In this case, the researcher can understand the concept of a
theory used the study.
F. Definition of Key Terms
In order to clarify the key terms used in this study, some
definitions are put forward.
1. Online learning

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 Online learning is the use of the internet to access material, to inter
act with material, instructors and other learners, to get support during t
he learning process with the aim of acquiring knowledge, creating un
derstanding and to develop from the learning experience.
2. Learning
Learning is a process of interaction between teachers and students,
both interaction directly such as face to-face activities or not directly,
namely by using various learning media
3. English teaching
Teaching is interactive process between teacher and student. The
teacher helped the student to learn, give materials, and providing
anything to know or understand.

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 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review off Theories Literature
1. Online Learning
a. The Definition of Online Learning
The terms online learning and online learning are used to ex
press the same meaning. Online is a term in Indonesian, while onl
ine is a term in English. According to Kemendikbud,Based on the
Big Indonesian Dictionary (KBBI), online means being in a netw
ork, connected via computer networks, the internet, and so on 1. A
ccording to Ally, Online learning is the use of the internet to acce
ss material, to interact with material, instructors and other learners,
to get support during the learning process with the aim of acquiri
ng knowledge, creating understanding and to develop from the lea
rning experience. Online learning can be defined as an interaction
between teacher and learner that is built into a network via a com
puter or other electronic device2.
According to Kasmir, that online learning for some people i
n Indonesia may still be considered new, while in their daily lives
without realizing that they have been carrying out activities relate
d to online activities. Online learning can be defined as an interact
ion between teacher and learner that is built into a network via a c
omputer or other electronic device.
According to Collins, Online Learning is defined as the
creation and proliferation of personal computers, the
globalization of other human ideas and actions, and the use of
technology in exchanging ideas and providing access to more
people. Audio, video, computer, and network technologies are
1
Kemendikbud. (2020). KBBI daring. Https://Kbbi.Kemdikbud.Go.Id.
https://kbbi.kemdikbud.go.id/entri/daring
2
Ally, M. (2004). Foundations of Educational Theory for Online Learning. In Theory and
practice of online learning (pp. 15–44). https://doi.org/10.1007/978-1-4020-8299-3_8

5
 often combined to create diverse instructional delivery systems.
The basic method for uniting distance learning instructors with
remote students is networking.
From several statements above that online learning can use
social networking applications so that the learning process can ru
n effectively. Because the learning process is not carried out fac
e-to-face for that teachers and students can interact well when pro
cessing online learning. Online learning during COVID-19 is one
of the media used to achieve the teaching and learning process so
that learning objectives are achieved. and online learning must us
e a network/data quota or via the internet so that the interaction be
tween teachers and students goes well to carry out the learning pr
ocess. As we know in English learning there are 4 components tha
t must be conveyed, namely: writing, reading, speaking, and listen
ing, where the teacher must deliver the material using the media u
sed during the learning process so that the material presented can
be understood by students.
b. Characteristics of Online Learning
The following are the characteristics of Online Learning
proposed by Rudi and Riyana (2007): those are (1) the students'
capture of learning material does not depend on the
instructor/teacher, because students construct their own knowledge
through teaching materials delivered through the website interface;
(2) the source of knowledge is everywhere and can be easily
accessed by everyone. This is due to the global nature of Internet
media and can be accessed by anyone connected to it;
1) Teachers / educational institutions function as mediators /
mentors;
2) Restructuring is needed for education system, curriculum, and
management policies that can support the utilization of

6
 Information and Communication Technology for optimal
education.
The above four characteristics are the factors that distinguish
online learning from normal learning activities. In online learning,
the learner builds knowledge through the learning materials
provided through online learning, so the learner's understanding of
the material is no longer dependent on the instructor / instructor.
Online learning. Even in online learning, the sources of knowledge
are distributed everywhere and are easily accessible to everyone.

c. The Advantages of online learning

According to Empy dan Zhuang, there are several advantag
es of E-learning, among others:
1) Reducing costs. By using E-learning, we save time and mone
y to reach a learning place. With our E-learning can access fr
om various locations and places.
2) Flexibility of time, place and learning speed. By using E-lear
ning, teachers can determine time to study anywhere. And stu
dents can study according to their abilities each. In contrast to
studying in the classroom, where all students learn and stoppe
d at the same time.
3) Standardization and effectiveness of learning. E-learning alw
ays have the same quality every time it is accessed and regard
less of mood teacher. E-learning is designed so that students
can better understand using simulation and animation.
d. The Disadvantages of Online Learning There are several disadva
ntages of learning, among other:
1) Students must have computers and internet access.
2) Student also must have computer skills with the program, suc
h as an internet browser, email, and office applications.

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 3) Good internet connection, because it really needs it taking su
bject matter.
4) In the absence of an existing routine in class, then students m
ay stop learning or be confused about learning activities and a
ctivities the deadline for assignments, which will make stude
nts fail.
5) Students will feel very away with the instructor. Since instruc
tors are not always there to help students, So that students mu
st be disciplined and do assignments independently without a
ssistance instructor.
6) Students must also have writing skills and abilities good com
munication, because teachers and students do not meet face t
o face so allows misunderstanding in several ways3.
e. The Types of Online Learning
According to Haughey (1998), there are three possibilities
in the development of internet-based learning systems, namely as
follows;
1. Web course, is the use of the internet for educational
purposes, in which students and instructors are completely
separate and there is no need for face-to-face contact. All
teaching materials, discussions, consultations, assignments,
exercises, exams, and other learning activities are fully
delivered via the internet. In other words this learning model
uses a distance system.
2. Web centric course, is the use of the internet that combines
distance learning and face-to-face (conventional). Some
material is delivered via the internet, and some through face-
to-face. Its functions are complementary. In this model the
instructor can give instructions to students to learn the
material through the web that has been made. Students are

3
Effendi, Empy. & Hartono Zhuang. E-Learning Konsep dan Aplikasi.2005.

8
 also given directions to look for other sources from relevant
websites. In the face-to-face session, students and instructors
discuss more about the findings of the material that has been
learned through the internet.
3. Web enhanced course, is the use of the internet to support the
improvement of the quality of learning carried out in class.
The function of the internet is to provide enrichment and
communication between students and teachers, fellow
students, group members, or students with other sources.
Therefore, the role of the instructor is to master the technique
of finding information on the internet, guiding students to
find and find sites that are relevant to learning materials,
present material through the web that is interesting and
desirable, serving guidance and interesting web
communication and interest, providing guidance and
communication via the internet, and other skills needed.
f. Type application of online learning:
According to Ima Frafika Sari (2020 there are some types
of Platforms used by teachers in teaching through online learning.
Those are Edmodo, wahatsapp group, seesaw, sway, zoom, email,
google classroom, Schoology, ClassDojo, Show My homework,
Surveymonkey in-app surveys, SmartSurvey and Blogs.
Edmodo is a global application in education to help learners
with some resources needed. It was founded on all educators in this
era (into the 21st century). This application use for teachers, lecture
rs, students, and parents.
Whatshapp group it is about the text, video call, and voice
message. Using it, educators can be easy in online learning. Whats
App also allows for messages and calls on both desktop and mobile
devices.

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SeeSaw It is the application learning for English language or anothe
r in supporting students, teachers, lecturers, and families with remot
e learning.
Sway is a new app from Micros oft office in making learni
ng more easily with interactive reports, personal stories, presentatio
ns, and more. Besides, this application has many features in texting
and picture It stars by adding your text and pictures. Sway applicati
on is more modern and useful in educators
Zoom is an application provides in a video and web
conferencing. Zoom Webinars are a special feature with up to 500
attendees. The Basic Zoom Features are with up to 500
participants, can be viewed at a later time, can use their desktops
during a webinar, and can allow the information about your
attendees.
Email or electronic mail is webinar use used features in the
Internet. It can use to send and receive messages with an email
address, anywhere in the world.
Google Classroom Is a mixed learning application that is
done online and can be used free of charge. Google Classroom is
also a Google creation product that is integrated with drive, gmail,
hangout, calendar, and youtube and calendar.
Schoology is one of the web pages with social web forms
that have an interesting strategy in combining subject matter
knowledge with social networks, making it easy to use. With
schoology, the problem of learning is easy to access. Like
studying in class.
ClassDojo connects with teachers, students, and parents in
classroom communities. It can use for sharing the photos, videos,
announcements, and Class Story. Besides, that application can
translate more 30+ languages.

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 Show My homework it is a learning platform for students at
home. This platform has many features that proper with students,
teacher, and parents. In this Application the students will be
supporting with homework reports with good quality and
frequently when at home, then it is easy for online students.

Surveymonkey in-app surveys it uses for the show in

teaching and learning, conferences, in retail stores, or even on the
street. Using Surveymonkey in-app surveys can help the teaching
and learning process more effective in creating something,
managing, monitoring, and analyze. This app should not use Wi-Fi,
then it can use in mobile device in learning.

SmartSurvey it is a simple form in the research project.

Using it, can create the data in reporting tools. It can use for
business, government, students, collector data, etc. It can use for
online collecting data.
Blogs It is the updated website for informal or conversation
style with goals by communities. Using a blog, the teacher can use
it for sharing the material in teaching and learning process.
Moreover in English Language Learning, the teacher can use it for
sharing the material.
3. Learning
a. Definition of Learning
According to Rusman explains learning is a process of
interaction between teachers and students, both interaction
directly such as face to-face activities or not directly, namely by
using various learning media4. Learning is basically the
interaction between students and the learning environment to
achieve learning objectives, namely changes in behaviour
(knowledge, attitudes, and skills).

4
Rusman, Model- model Pembelajaran: Mengembangkan Pr ofesionalisme Guru.2010.

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 With regard to these three terms, namely teaching and
learning; Prof.Dr. Chaedar Alwasilah, M.A provides the
following restrictions:
1. Study is a reflection of a student's personality
system tha shows behavior related to a given task.
2. Teaching is a reflection of the teacher's personality
system that acts pr ofessionally.
3. Learning is the social system where teaching and
learning takes place.

The interactive relationship of activities between students

and teachers and other learning environments to lead to expected
behavioural changes, and that is the nature of learning.

4. Teaching English
a. Definition of teaching English
According to Tomlinson, teaching is used to refer to anything
done by materials developers or teachers to facilitate the learning of
the language5. This could include the teacher standing in front of
the classroom explaining the conventions of direct speech in
English; it could include textbook providing samples of language
use and guiding learners to make discoveries for them, it could
include textbook inviting learners to reflect on the way they have
just read a passage or it could the teacher providing the language a
learner need whilst participating in a challenging task. Education
consists of teaching and learning. Teaching is a process involves
the teaching learning process, (Yusuf, 2009:4). According to
Mulyasa, explains that teaching is an interaction process done by
students and the environment in order that the human/student
behaviour changes to be better.6

5
Tonmlinson, B. Material Development in Language Teaching. 1998. Australia: Cambridge
University press

12
 According to Hamalik, In teaching process, there will involve
the interaction between people, material, facilitates, tools, and the
procedure that all of them are influence each other in getting the
teaching goal.7 According to Stephen N. Elliot “Teacher acts as
Curriculum facilitator and not Curriculum planners”. It can be
conclude that teacher as the center of education is faced by a
number of decisions to be made in the classroom. As a manager
classroom, a teacher must control the student in determining what
the students supposed to do and acquire. The respond abilities of
teacher in managing favorable atmosphere and media to support
learning are important.
Based on definitions above, it can be concluded that teaching is
interactive process between teacher and student. The teacher helped
the student to learn, give materials, and providing anything to know
or understand. Teacher can teach by use combine of art, science
and skill.

b. Component of teaching
In teaching process, there are some components of teaching, the
components are:
1. The objective
Objective is the goal of education that interprets from the
vision, mission, owned by an institution (Sanjaya, 2010:10).
According to Hamalik, the objective is a goal which will be
reached after do the teaching process. Therefore, this is
important as a component of teaching.
2. The students or participant

6
Mulyasa, E. Implementation Kurikulum Tingkat Satuan Pendidikan: Kemandirkian Guru dan
Kepals Sekolah. 2010. Jakarta: Bumi Aksara
7
Hamalik, Oemar. Proses Belajar Mengajar.2004. Jakarta: PT. Bumi Aksara

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 Students or participants are human being without way any
limitation and certain characteristic. In the other world, all of
human being is a student without limited by time and place
(Aziz, 2003:30). In teaching learning process, the learners have
significant roles. Nowadays, students are demanded to be more
active and innovative in learning process. The learners should
actively look for meaning and try to find regularity and order
to the events of the world in the absence of full complete
information.
3. The teacher
In the teaching learning process, teacher not only
doing/holding the teaching process technically, but also
realizing his/her work and responsibility as well as possible
(Gulo, 2008:14). Therefore, the electiveness of the teaching
learning process based on the teacher roles. The success of
teaching is also based on teacher quality. Michael in his book
entitled The Process and Experience in the Language
Classroom argues some teacher roles in the classroom, namely:
1. Teacher as coordinator and facilitator
2. Teacher as manager and organizer
3. Teacher as instructor
4. Teacher as investigator and researcher
c. Teaching four skill of English
Language teaching aims to improve students four skills
of listening, speaking, reading and writing, and also to improve
the ability of vocabulary mastery and good grammar. The
final expectation is to let the pupils‟ be able to implement the
language in the real life. So, the students need to know all the
abilities of the four skills. According to Brown (2000:34) in
Palupi (2015) there are some principles of micro skill of
listening, speaking, reading and writing:

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1) Listening
a) Discriminate among the distinctive sounds of
English.
b) Recognize reduced forms of words and English stress
pattern, words in stressed and unstressed position,
rhythmic structures, intonation contours and their
roles in signaling information.
c) Distinguish word boundaries, recognize a core of
words and interpret word order patterns and their
significance.
d) Process speech containing pause, errors, correction
and other performance variable.
e) Recognize communicative function of utterance
according to situations, participants and goals.
f) Use facial kinesics, body language, and other non
verbal clues to decipher meaning
2) Speaking
a) Produce differences English phonemes and allophonic
variant.
b) Produce English stress pattern, words in stressed and
unstressed position, rhythmic structures, intonation
contours and their roles in signaling information.
c) Use an adequate number of lexical unit (words) to
accomplish pragmatic purposes.
d) Use grammatical word classes (nouns, verbs, etc),
systems word order, patterns, rules, and elliptical
forms.
e) Accomplish appropriately communicative function
according to situations, participants and goals.

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 f) Use facial features, kinesthetic, body language, and
other non verbal clues along with verbal language to
convey meaning
3) Reading
a) Discriminate among distinctive graphemes and
orthographic pattern of English.
b) Recognize a core of words and interpret word order
patterns and their significance.
c) Recognize grammatical word classes (nouns, verbs,
etc), systems, patterns, rules, and elliptical forms.
d) Recognize the communicative functions of written
texts according to form and purpose.
e) Distinguish between literal and implied meanings.
f) Develop and use a battery of reading strategies such
as scanning and skimming, detecting discourse
markers, guessing the meaning of words from context
and activating schemata for the interpretation of text.
4) Writing
a) Produce graphemes and orthographic patterns of
English.
b) Produce an acceptable core of words and use
appropriate word order patterns.
c) Use acceptable grammatical systems, patterns and
rules.
d) Use theoretical forms and conventions o written
discourse.
e) Appropriately accomplish the communicative
function of written text according to form and
purpose.
f) Develop and use a battery of writing strategies such as
accurately assessing the audiences interpretation,

16
 using prewriting device, writing with fluency in the
first drafts, using paraphrase and synonym, soliciting
peer and instructor feedback and using feedback for
revising and editing.

B. Relevant of Study
The study that is related to this research as follows:
The first research is Srihariyati (2020) An analysis of online
English learning in the covid-19 pandemic at senior high school, the
research of result for researcher This study was applied descriptive
qualitative design. The technique of analyzing data researcher used three
steps, there are: 1) data reduction, 2) data display, 3)
conclusion/verification. The findings from the data analysis, teacher give
positive perception to online English learning, the process of learning
English is easier with online learning but online English learning cannot
makes the English process more effective in achieving the learning
objectives. Students also give positive perception to online English
learning, the process of learning English is easier with online learning and
online English learning can foster students’ independent learning attitudes
but they found problems in implementing online English learning, so that
online English learning can not to be developed.
The second research is Nurhasnah (2020) A study of online English
learning models in the middle of covid-19 pandemic, The positive impact
is that students can study anywhere, anytime, without, any restrictions,
space, time, and place of study while the negative impact is that students
find it difficult to understand the material provided by the teacher or
lecturer, unstable internet networks, run out of internet quota, collection
too fast a task. The online learning models used during the Covid-19
pandemic are the google classroom application, online meeting application
(zoom), whatsapp, google classroom and whatsapp application, google
classroom and zoom application, google classroom application, whatsapp

17
and zoom. And good online learning is material that is presented using a
video or zoom application so that students can more easily understand the
material explained by the lecturer.
The third is Ima frafika Sari (2020), Online learning for English
language teaching, this research elaborated the definition of Online
Learning and the online learning application in English Language
Teaching. The methodology of research uses qualitative research in
explaining the Online Learning Application for English Language
Teaching. This research is still lacking research in online learning for
English Language Teaching; therefore, it significant to be done. The
finding of the research is followed: First, online learning is the worldwide
technologies that use the web, e-mail, new groups and texts, audio, and
video conferencing. Online learning is always connected to the internet. It
can use for long-distance or not in one place. The students can use in
certain conditions “distance learning”.
The fourth is Yulia Firza Safira, Muhamad S ofian Hadi, & Zaitun
(2021), An analysis of English language teaching activities during covid-
19 pandemic at SMP Purnama Jakarta, this study was led to know the
activities of English teaching during the COVID19 pandemic at SMP
Purnama Jakarta. This study utilized a qualitative descriptive method,
while the information assortment methods utilized interviews, observation,
and documentation. Interviews were led with an English teacher who
teaches at SMP Purnama Jakarta, while polls were given to a few students
at SMP Purnama Jakarta. The subjects of this investigation were an
English teacher and a few students at SMP Purnama Jakarta. The
outcomes show that learning during the pandemic is way different from
the regular learning (in-person) that was done before the COVID-19
pandemic. The distinction that can be seen is that the instructional
framework, which was initially up in-person, turned out to be totally
internet or technology-based by utilizing Google Meet, Google
Classrooms, WhatsApp, YouTube, and other applications.

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 C. Conceptual Framework
This the research focuses on analyzing how the teacher’s and stude
nt’s of online English learning in the covid-19 pandemic at junior high sc
hool.This online learning of use Android computers, one of the applicatio
ns needed by teachers and students during the online learning process. This
study was conducted to describe how teachers can teach in the English
learning process using online media, so that students can understand the
online learning process during the covid19 period.
In the middle of this pandemic, how teachers and students build go
od relationships when the online learning process is ongoing, especially in
online learning , there is a learning group, of course the teacher must be a
ble to provide supportive lessons, especially when learning English so that
students don't feel bored because the government has provided facilities ed
ucation so that teachers and students can take advantage of the online lear
ning system that has been provided by the government so that teachers and
students can learn without boundaries of time and space.
In the process of learning English at SMPN 4 Ampek Nagari in
Covid-19, the teacher uses several English skills that are often used,
namely speaking and writing. Online learning using a platform that is
often used by teachers, namely wahtsapp, because this platform students
can understand using the application in online learning. In this study,
researchers also looked at how students responded to online learning with
the methods applied by teachers at the school.

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 ONLINE
ENGLISH
LEARNING
LEARNING

PLATFROM ENGLISH

WHATSAPP SKILL

RESPOND
SUTUDENTS

20
 CHAPTER III

RESEARCH METHOD

A. Research Design
This research design of this study has been conducted by using
descriptive qualitative research. According to Sugiyono that the research
method is basically a scientific way to obtain data with specific purposes
and uses8. According to Furthermore Raco stated that the research method
is a scientific activity carried out in stages beginning with the
determination of topics, data collection and data analysis. So that later
obtained an understanding and understanding of certain topics, issues, and
symptoms9.
The method of the research is used qualitatif method. According t
o Fitrah and Luthfiyah that qualitative research is a research procedure
that uses descriptive data in the form of written or oral words from people
or actors that can be observed10. According to Sugiyono, Descriptive
research is research that is conducted to describe a variable, either one or
more variables (independent) without making comparisons, or variables
that are connected to one other variable. A descriptive qualitatif method
were used to examine queastion that can best verbally describing how
participants in a study perceive and interpret various asects of their
environment.
According to moleong “sumber data penelitian kualitatif adalah
tampilan yang berupa kata-kata lisan atau tertulis yang dicermati oleh
peneliti,dan benda-benda yang diamati sampai detailnya agar dapat
ditangkap maknanya yang tersirat dalam dokumen bendanya”(the source
of qualitatif researchdata is appereance of word spoken or written

8
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan Kombinasi, Bandung: Alfabeta,
2018, Hal. 3.
9
J. Raco, Metode Penelitian Kualitatif: Jenis, Karakteristik dan Keunggulannya, Jakarta:
Grasindo, 2013, Hal. 2.
10
M. Fitrah and Luthfiyah, Metode Penelitian: Penelitian Kualitataif, Tindakan Kelas and
Studi Kasus, Sukabumi: CV Jejak, 2017, Hal. 44

21
 observed by the researcher,and the object is observed in detail to to capture
the meaning implied in the document)11.
Clearly, the writer in this study will do some aspects of research
analisys as a measure of the final result.Which means that the data is
obtained by using qualitaif method and it will be analyzed in order to see
the significance of the research. In this research,the researcher this online
English teaching and learning at junior high school 4 ampek nagari during
pandemi covid 19.

B. Research Place and Time

The study will be conducted on November 2021 at the SMPN 4 A
mpek Nagari. The reason for choosing this school becauce this school is
online learning during the Covid-19 pandemic.

C. Data Sources
1. Data
In this study, in the form of descriptive text about online English
teaching and learning at junior high school 4 Ampek nagari during
pandemic covid-19 which the the authors obtained from observations,
interviews and documentation.
2. Data sources
Data sources are all things that can provide information about data.
There are two sources of data in this study, namely primary data and
secondary data. Primary data comes from resource persons, namely
teachers who teach English in SMPN 4 Ampek Nagari. Secondary data
in this study are in the form of archives, written data and documents
that are used to strengthen the data that has been previously obtained.

D. Instrument of Research

11
Maeleong, Metode Peneltian Kualitaif, Bandung: PT Remaja Rosdakarya, 200

22
 In this study, researcher collected data by using interview where
the researcher adopts the Yulia Firza and all, (2021) in the journal title is n
analysis of English language teaching activities during covid-19 pandemic
at SMP Purnama Jakarta. In this research, the instruments that the
researcher used are interviews, observation, and documentation. The
interview subject is the English teacher. The observation is conducted on
eight grade students. Meanwhile, the documentation is taken by record and
handwriting while interviewing the teacher and some pictures.

Table 1.1

Blueprint Instrument of Research

N VARIABLE SUB VARIABLE ITEM

o

1 English online Teachers Preparation 1, 2, 3

teaching and Teaching activity 4, 5, 6
Learning
Assessment 7.8

Pupils Preparation 9

Learning materials 10

Facility Network 11

Media 12,13

Online WhatsApp 14,15,16,17

platform

English Skill Speaking, reading, writing, 18, 19, 20

listening

E. Technique of Data Collection

1. Observation

23
 According to Sugiyono, observation is a complex activity, a
process that is assembled from various biological and psychological
processes. Observation techniques are carried out when it is related to
human behavior, work processes, natural symptoms and if the observed
respondents are not too large12. According to Sugiyono, In this study,
researchers used non-participant observation where the researcher was
not directly involved with the subject's activity being observed, but only
as an independent observer13. According to Sugiyono, observations taken
are structured observations, where observations are designed
systematically about what will be observed, when and where it is14. The
research of observation teachers teaching and online learning English in
the class.
2. Interview
According to Sugiyono, an interview is a meeting of two people to
exchange information and ideas through question and answer, so that a
meaning can be built in a topic. Interviews are used as activities in the
context of collecting data if a researcher wants to conduct an initial
study to find the problem to be researched, and also if the researcher
wants to know more about the respondents' things15.
The type of interview conducted in this study is structured
interview, meaning that the interview uses interview guidelines that are
systematically structured for data collection.
3. Documentation
According to Sugiyono, The documentation technique is a tool for
using data collection techniques through interviews in qualitative

12
Sugiono.Metode Penelitian Pendidikan Pendekatan Kuantitatif,
Kualitatif,danR&D.2013.hal.145

13
Ibid.145
14
Ibid.145
15
Ibid.231

24
 research types16. Documentation is used to gather information about
problems in research so as to increase evidence of an incident.
Documentation data collection is carried out during interviews and
observations, aiming to provide reinforcement to research. In this
study, the documents needed related to the online English teaching and
learning at SMPN 4 Ampek Nagari , the data could be in the form of
photos when the teacher was teaching online and other documents that
support the research. This data is used to complement previous
incomplete data or as supporting data.

F. Technique of Data Analysis

In analysis the data, researcher used the theory of Miles of Hubarman &
Saldana, suggesting that the activity in data analysis consists of there proc
edures. Bellow the details of the theory are shown in the chart a follows:
1. Data Reduction
Data reduction is the process of selecting, focusing, simplifying,
searching for themes and patters neglecting needed. In this step, t
he researcher focused on online English teaching and learning at
junior high school 4 Ampek Nagari during pandemic covid-19.
2. Data Display
The data display phase is done in the form of a short description
using original text, which can be also in the form of graphs, matri
ces, and chars. In the second step, the researcher will present the d
ata by simplifying the data by using original text in the form narra
tive text.
3. Conclusion / verification
In the last step of analyzing data conclusion. The researcher conc
lude the main points from all the data that has been collected, so t

16
Ibid.240

25
 hat become clearly. The conclusion will be an answer the formula
tion of problem in the beginning.

CHAPTER IV

FINDINGS AND DISCUSSION

REVISI

A. Findings
Based on the data analysis on online English teaching process
during pandemic at SMP N 4 Ampek Nagari,
Teaching Preparation of the outcomes of interviews with
respondents, the respondents gave the following assertions:
1. Preparation for English
online teaching and learning
English learning during covid-19 has changed significantly
before conventional learning has changed through online
learning, as well as preparation before teaching and learning has
also changed. Based on the result of interview with respondent,
the respondent gave the following statement:

“selama pembelajaran daring persiapan yang dilakukan guru

untuk proses mengajar dan belajar sama halnya dengan
pembelajaran konvesional yaitu perangkat pembelajaran, RPP,

26
 silabus, bahan ajar, yang sudah sesuai dengan pembelajaran saat
ini dan yang membedakan saat online menggunakan media
berupa handphone. ”
“During online learning the preparations made by the teacher for the
teaching and learning process are the same as conventional learning, namely

learning tools, lesson plans (RPP), syllabus, teaching materials, which

are in accordance with current learning and what distinguishes
online using media in the form of handphones” (respendent 1).
Based on the data above, the researcher can find out the
teacher's opinion about the preparations made before learning as
well as conventional learning, but the learning tools, lesson
plans (RPP), syllabus, teaching materials adapt to current
conditions which require online learning.
2. Teaching activity English online learning
The implementation of online learning in this pandemic,
teachers and students must use the internet network using the
whatsapp application. Based on the result of interview with
respondent, the respondent gave the following statement:
“pelaksanaan pembelajaran saat pandemic dikatakan lancar
tidak lancar mau tidak mau kita harus menjalankan hal tersebut
supaya siswa tidak tertinggal pembelajaran, Karna belum
diperpolehkannya tatap muka langsung melalui daring.
Pelaksanaa pembelajaran daring kita melalui whatsapp dengan
aplikasi ini kurang efektif, karna ada beberapa siswa ditempat
tinggalnnya susahnya jangkauan internet, oleh sebab itu kadang
apa yang dijelaskan guru ada beberapa siswa yang kurang
paham terkendala dengan jaringan tadi oleh karna itu kurang
efektif”
"The implementation of learning during a pandemic is said to be
smooth, not smooth, like it or not, we have to do it so that
students don't miss out on learning, because face-to-face

27
meetings have not been obtained online. The implementation of
our online learning through whatsapp with this application is
less effective, because there are some students where they live it
is difficult to reach the internet, therefore sometimes what the
teacher explains there are some students who do not understand
that the network is constrained because it is not effective”
Based on the data above, the researcher can find out the teachers
opinion the teaching activity, the implementation for teachers
the trough whatsapp application for teaching online but the with
application is less effective the used, because there are some
students where they live it is difficult to reach the internet.
1. Method of learning online
Learning method is the way that teachers do in
delivering teaching materials. As well as these
participating teachers, they admitted that the face-to-
face learning method was slightly different during this
online learning
“Metode didalam k13 dengan RPP siswa dituntun aktif
dan siswa mengerti informasi, tapi hasilnya tidak
memuaskan, dicampur metodenya dengan metode
ceramah desain approach. Sesuai dengan materi silabus
yang akan diajarkan”
“The method in k13 with RPP students are actively
guided and students understand the information, but the
results are not satisfactory, the method is mixed with
the lecture method approach design. In accordance with
the syllabus material to be taught”
Participant of teacher 2
“Metode pembelajaran online dalam konvesional
ceramah, untuk disekolah ini kita menggunakan group
whatsapp, kenapa kita menggunakan ini mengingat

28
 secara umum siswa kenal dengan aplikai whatsapp ini
kita laksanakan metode ceramah juga tapi dalam bentuk
voice note”
“Online learning method in conventional lectures, for
this school we use whatsapp groups, why do we use
this considering that in general students are familiar
with this whatsapp application we carry out the lecture
method too but in the form of voice notes”
Participant of teacher 3
“metode yang digunakan whatsapp dan ceramah”
“the method used whatsapp and lectures’
Based on the results of interviews from the three
teachers, the researcher can conclude that the method
used by the teacher is using the whatsapp application
and lectures. Considering that the teacher adjusts to the
situation at the time of covid 19, the learning method
must use media or applications for online learning.
3. Communication whit teacher and students on online
English teaching and learning
In the process of teaching and learning teachers and
students must communicate so that when the teacher
explains the material to students there is feedback, but
in the current covid situation the interaction between
teachers and students is different because the learning
process is not face-to-face.
Participant of teacher 1
“proses belajar mengajar melalui whatsapp hampr sama
dengan dikelas tapi di whatsapp kita tidak bisa face to
face tapi, kita bisa menggunakan voice note diawal
pembelajaran ada literasi, disana siswa diminta untuk

29
mengirim foto sedang literasi, membaca al- quran
disana guru dan siswa membangun komunikasi.”
” the teaching and learning process through whatsapp is
almost the same as in class but on whatsapp we can't
face to face, but we can use voice notes at the
beginning of learning there is literacy, there students
are asked to send photos while being literate, read the
al-quran there the teacher and students build
communication”
Participant of teacher 2
“untuk membangun komunikasi memang agak susah
karna tidak face to face dengam siswa intinya ini satu
arah, karna saat proses pembelajaran masuk, saat salam
ada siswa yang menjawab tapi dia pergi kemana, ada
kalanya saya pribadi di waktu- waktu tertentu saya
melakukan video call dengan siswa tersebut, jadi
hitungannay apakah dia tetap dalam pantauan kita pada
jam pelajaran apa tidak, untuk komunikasinya memang
agak susah dalam artinya karna itu jarak kita dan tidak
melakukan face to face.”
“To build communication, it is a bit difficult because it
is not face to face with students. Basically this is one
way, because when the learning process comes in,
when greeting a student answers but where does he go,
there are times when I personally do video calls with
students at certain times So it's a matter of whether he's
still under our supervision during class hours or not, for
communication it's a bit difficult in meaning because
it's our distance and we don't do face to face.”
Participant of teacher 3

30
 “guru membangun komunikasi dengan siswa melalui
whatsapp group, saat pemebelajaran disana guru seperti
mengabsen siswa, meriview pembelajaran, dan
memberikan tugas- tugas kepada siswa atau quis yang
diberikan untuk menyemangati siswa”
"The teacher build communication with students
through whatsapp groups, when learning there the
teacher is like attending to students, reviewing learning,
and giving assignments to students or quizzes given to
encourage students.”
Based on the result of interviews from the three
teacher, communication between teachers and students
during the learning process using whatsapp groups,
from these results the researchers concluded that at this
time of covid-19 the communication between students
and teachers was very student because learning that was
not face-to-face became an obstacle for teachers in
teaching, using the whatsapp application sometimes
there were students who were not included in the group
to follow the learning.
4. Assessment English online teaching and learning
In addition to using the lecture method, the teacher also uses
another method for the first online assessment, namely using
WhatsApp and the second offline. Online the teacher explains
the learning material then gives assignments to students and the
student sends them via photos sent back to whatsapp, if offline
students pick up assignments to school and photocopy the
learning materials then deliver assignments according to the
schedule.
Participant of teacher 1

31
“sistem evaluasi selama daring dimulai dari awal pemebelajaran
sampai akhir pembelajaran, ada beberapa siswa bisa kita
evaluasi bisa dikasih nilai segini atau ada dipanggil kesekolah
untuk mengantarkan tugas kesekolah dan mengambil tugas baru,
yang mengantarkan tugas kesekolah itu daring, dan yang
menjemput tuagas itu untuk siswa luring nanti akan dikasih surat
sejauh mana siswa itu belajar selama daring.”
“The online evaluation system starts from the beginning of
learning until the end of learning, there are some students that
we can evaluate can be given this value or some are called to
school to deliver assignments to school and take new
assignments, who deliver school assignments online, and who
pick up assignments for offline students Later, a letter will be
given to how far the student has studied while online.”
Participant of teacher 2
“Evaluasi sama halnya dengan pembelajaran kovesional karna
eveluasinya kita menggunakan sistem daring semi daring,
hitungannya setelah selesai pembelajaran kita memberikan
sebuah tuhas ke siswa bisa plihannya dia fotokan hasil tugasnya,
lau kirimkan ke whatsapp pribadi guru ataupun dikumpulkan
pengumpulan tugas kesekolah”
“Evaluation is the same as conventional learning because the
evaluation uses a semi-online online system, the calculation is
that after completing the lesson we give a student assignment, he
can take a photo of the results of his assignment, then send it to
the teacher's personal WhatsApp or collect school assignments "
Participant of teacher 3
“Evaluasinya kalau dalam pembelajaran bahasa inggris kita
memberikan materi kemudian ditangkap kepada siswa apakah
siswansudah paham apa belum jika ada pertanyaan dari siswa
berarti mereka belum paham, dan dijelaskan kembali, kemudian

32
 ditanyakan apakah siswa sudah paham apa belum. Jika mereka
sudah paham guru memberikan latihan berkaitan dengan materi
yang diajarkan latihan yang diberikan tersebut langsung dinilai,
bagi siswa yang cepat mengirim tugas tersebut berarti nilai
siswa tersebut lebih tinggi dai siswa yang ter lambat mengirim
tugas tersebut”
"The evaluation is that in learning English, we provide material
and then it is captured by students whether the students
understand or not. If there are questions from students, it means
they do not understand, and it is explained again, then asked
whether the students have understood or not. If they understand
that the teacher provides exercises related to the material being
taught, the exercises given are immediately assessed, for
students who are quick to send the assignment, it means that the
student's score is higher than the student who is late in sending
the assignment”.
Based on the result of interviews from the three teachers,
evaluation and assignment of students online went smoothly,
only responses from students were lacking when assignments
were given, and also schools and teachers used 2 methods for
learning, namely online and offline. Online where students use
WhatsApp to study, the provision of material and student
assignments only sends to the teacher's personal whatapp and
offline students come to school using health protocols to pick up
materials and deliver assignments according to the specified
schedule.
d. providing online English learning materials
The provision of material by the teacher by sending learning
materials on whatsapp and students receiving material that has
been explained by the teacher in the whatsapp group.
Participant of teacher 1

33
“seperti yang kita tahu ada siswa yang aktif ditanyakan kembali
ke siswa, kadang ada siswa yang tidak aktif ditanyakab seperti
apa sudah paham, kalau belum guru menerangkan kembali
dengan member dialog atau video pembelajaran”
“As we know, there are active students who are asked back to
the students, sometimes there are students who are not active
when they are asked what they understand, if not, the teacher
explains again by giving dialogues or learning videos.”
Participant of teacher 2
“penerimaan siswa agak rendah karena mereka beranggapan ini
online, main-main, banyak yang tidak hadir dalam
pembelajaran tersebut ada kalanya hanya mengambil absen.
Adakalanya saya melakukan video call kepada siswa acak
apakah masih tetap ada pada jam pelajaran tersebut”
“Student acceptance is a bit low because they think it's online,
playing games, many are not present in the lesson sometimes
just taking absences. Sometimes I make video calls to random
students, are they still there during the lesson”
Participant of teacher 3
“siswa menerima materi melalui whatsapp jadi materi yang di
ajarkan tadi harus diualng-ulang lagi, karna tidak efektifnya
mengajar melalui whatsapp kalau siswa tidak meriview
pelajarannya, jawaban dari siswa nihil dengan pertanyaan yang
diberikan guru”
"Students receive material via WhatsApp, so the material that
was taught earlier must be repeated again, because it is
ineffective to teach via WhatsApp if students do not review the
lesson, the answers from students are nil with questions given
by the teacher"
Based on the result of interviews from the three teachers, the
teacher provides subject matter to students by sending photos,

34
 videos of teaching materials and explaining them in the whats
app group, but students receive lessons when online are less
effective so many students are not active when learning online”.
e. Teacher the teaching and learning English skill trough
whatsapp
During covid-19 at SMP 4 Ampek Nagari the teacher uses the
WhatsApp application for online learning.
Participant of teacher 1
“banyak sebenarnya, karna kita belajarnya lewat whatsapp
media pembelajaran dilepas dari materi pembelajaran, karna
disini banyak sisiwa daerahnya belum terjangkau internet,
kemudian dibatasi jumlah siswa yang memiliki hp. Kendalanya
siswa tidak online dengan aplikasi whatsapp, kalau di whatsapp
siswa bisa menyontek saat belajar atau melihat google, kendala
pada skill bahasa inggris yaitu dalam pengucapan dan kadang 4
skill itu di pelajari di whatsapp, kadang- kadang ke 4 skill itu
tapi tidak ke 4 skill itu kita ajarkan karna waktu yang terbatas.”
"Actually, a lot, because we learn through WhatsApp, the
learning media is separated from learning materials, because
here many students don't have access to the internet, so the
number of students who have cell phones is limited. The
problem is that students are not online with the whatsapp
application, if on whatsapp students can cheat while studying or
look at google, the problem with English skills is in
pronunciation and sometimes the 4 skills are learned on
whatsapp, sometimes the 4 skills but not the 4 skills That's what
we teach because time is limited."
Participant of teacher 2
“whatsapp group, secara garis besar mengenal aplikasi tersebut,
karna memang sudah familiar oleh siswa aplikasi whatsapp.
Kendalanya banyak siswa, susah respon, kadang saat literasi

35
hanya menjawab hadir saja jadi kurang efektif, untuk bahasa
inggris 4 skill itu bisa digunakan untuk daring dengan
menggunakan whatsapp ini untuk kendala 4 skill itu mungkin
listening karna siswa mengucapkan kembali percakapan dengan
sebuah dialog, iya 4 skill tersebut masuk ke dalam meida yang
digunakan cuma penggunaanya belum efektif.”
"Whatsapp group, broadly recognize the application, because it
is already familiar to students of the WhatsApp application. The
problem is that there are a lot of students, it's difficult to
respond, sometimes when literacy only answers attendance, it's
less effective, for English these 4 skills can be used online by
using WhatsApp. For the 4 skills constraint it might be listening
because students repeat the conversation with a dialogue, yes 4
The skill is included in the media that is used, but its use is not
yet effective.”
Participant of teacher 3
“whatsaap medianay seperti gambit-gambar seperti materi
greeting card kemuadian kita kirimkan melalui whatsapp tadi,
karna banyak dari siswa tidak adanya pembelajaran TIK, oleh
sebab itu sebagian siswa baru mengenal elektronik dan ada juga
beberapa siswa tidak memiliki hp whatsapp lah aplikasi yang
mudah digunakan siswa. Kendala yang duhadapi banyak seperi
reading banyak dari beberapa siswa belumbisa pronoun atau
pengucapan yang tepat dalam bahasa inggris, iya 4 skill harus
masuk karna berkaitan.”
"Whatsaap media is like pictures like greeting card material,
then we send it via WhatsApp, because many of the students
don't have ICT learning, therefore some students are new to
electronics and there are also some students who don't have
cellphones. WhatsApp is an easy application for students to
use. . The obstacles they face are many, such as reading, many

36
 of the students cannot pronoun or proper pronunciation in
English, yes, 4 skills must be included because they are
related."
Based on the result of interviews from the three teachers, the
media used by the teacher for online learning is the whatsapp
application because the application is easy to understand by
students and teachers, and this application the teacher can send
photos and videos of learning English. 4 English skills must be
included in the WhatsApp application, the teacher explains
learning materials related to the 4 English skills, such as
reading, listening, writing, and speaking, the obstacles faced by
the teacher when teaching these 4 skills, namely the
pronunciation of students who are difficult due to the
ineffectiveness of learning online with this whatsapp media.
B. Discussion
Online English teaching and learning at SMP 4 Ampek Nagari, the
teacher should the preparation of teaching and learning English during
pandemi covid-19, Teaching and learning activities during the COVID-19
pandemic changed radically, including the strategies and media used by
teachers when teaching. Learning that initially took place offline (in-
person) turned out to be completely internet-based. Teaching and learning
activities during the COVID-19 pandemic have brought some changes to
students, teachers, and even guardians.
The teachers revealed that learning tools such as the syllabus and
lesson plans were adjusted to what had been suggested by the government,
the ministry of education and culture, the teacher delivered learning
materials according to the timeframe or at the time of covid-19.
According to Brown (2015), explains the syllabus as a study used in
implementing certain language programs. Characteristics in the curriculum
include subject matter, language goals, sequencing and materials to meet
the needs of certain students in certain contexts. Teachers teach English

37
material during covid-19 not all material is taught in full because learning
is currently online.
Teachers use different learning methods from face-to-face learning,
online teachers use the whatsapp application for the teaching and learning
process, online learning students and teachers must have an internet
network. The communication between students and teachers was very
student because learning that was not face-to-face became an obstacle for
teachers in teaching, using the whatsapp application sometimes there were
students who were not included in the group to follow the learning.
In addition, teachers also use task-based learning methods. Giving
assignments to students is the main focus of learning that the teacher will
use as pro of of attendance and assessment. The use of task-based learning
methods by teachers is in line with the opinion of Harmer (2002), he
argues that task-based learning is a language learning method that uses
tasks as the main focus of learning. In this learning, students are asked to
do assignments, then the teacher discusses, corrects, and assesses the
assignment.
The response of students in the online learning process of English
at SMP 4 Ampek Nagari is very low or the effectiveness of online
learning is very low, so the teacher must give encouragement and
motivation to students so that during the learning and teaching process
students do not feel bored in the WhatsApp group.
Teachers and students at SMP 4 Ampek Nagari use smart phones
for teaching and learning during the COVID-19 pandemic. The use of
smart phones is in line with the statement from Michael (2013) which
suggests that online learning is structured learning with the aim of using
an electronic or computer system so that it can support a learning process.
Facilities used by teachers to support teaching and learning
activities in English during the pandemic include using the WhatsApp
application. The use of these facilities is expected to make learning more
enjoyable. This statement is in line with the opinion of Amry (2014) which

38
says that students prefer innovative educational technology-based learning
by utilizing smart phones.
In conclusion, online English teaching and learning at junior high
school 4 Ampek Nagari during pandemic covid-19 while the beginning of
face-to-face learning during the COVID-19 pandemic, learning activities
were carried out online, the teacher used two methods in teaching and
learning English, namely online and offline. online learning teachers and
students use facilities such as cellphones, internet quota and application
media used by teachers for teaching and learning English is whatsapp, then
offline the teacher will provide learning materials and assignments in the
form of photocopies so that students come to school to pick up materials
and assignments later photocopied again.

39
 CHAPTER V

CONCLUSION AND SUGESTION

A. Conclusion
Based on the results of research using interview, observation and
documentation techniques conducted at SMP 4 Ampek Nagari regarding
online English teaching and learning, the following conclusions can be
drawn:
Based on data obtained by researchers, the implementation of
teaching and learning English at SMP 4 Ampek Nagari during the covid-
19 pandemic, teachers prepare learning tools such as lesson plans,
syllabus, and teaching materials to adjust current conditions so that
learning can be structured and can be used as learning guidelines. The
implementation of online learning is done through the WhatsApp
application.
The methods used by teachers when teaching English during the
Covid-19 era are the lecture method and task-based learning methods. The
lecture method is carried out by the teacher by providing a summary of
learning materials through photos, videos, then explained orally with voice
notes and sent via whatsapp group. The teacher also uses the assignment
method, the teacher gives assignments to students through the whatsapp
group then students do the assignments and send the assignments to the
whatsapp group. The task is divided into 2 functions, namely assessment

40
 and absence. Evaluation is done when the learning material has been
completed.
The facilities used by teachers in online English teaching and
learning during the COVID-19 pandemic use the WhatsApp application.
The teacher provides learning materials in the form of audio, pictures,
videos that are given to students.

B. Suggestion
Based on the results of the research and the conclusions above, the
suggestions that can be given for teaching and learning English online are
as follows:
1. Teachers play an important role in the ongoing learning process to
create effective learning in order to achieve learning objectives in learning
at school
2. Online learning must get support from the availability of the internet
network in order to create effective and ideal teaching and learning.

41
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